Perceptions shape reality. Our beliefs about data, assessment, and data-driven educational practices can foster or inhibit the success of our instructional initiatives. How do educators facilitate positive belief systems that enhance data-driven practices?
Big Ideas
Many educators believe they are hostage to their inputs. In other words, whatever students walk in the door are determinative of the school's overall learning outcomes. This belief gets in the way of recognizing that there are many changes that educators and school systems can make that can dramatically improve student learning outcomes.
There are two major beliefs to consider as pointed out in the resource: (1) Being good at what we do is important. No matter how good we are at something, we will continually strive to be better; (2) There is a cause and effect relationship between the quality of our professional work (including the climate of our organizations) and the results we get in the form of student achievement.
When we do not collect data about what we are doing and how well we are doing it, we are missing the main point.
A data-driven organization is one that uses information, collected formally or informally, every step along the way.
A data-driven organization continuously asks, "Why?" and supplies answers with information and facts rather than just with opinions.
Assessment and data guide instruction and interventions.
High quality data has the potential to improve education.
Creating a belief in staff that all kids can learn and providing a systematic approach to intervention when students don't learn will create a true "learning culture"
In order to align the vision for learning with the current reality within our schools, educational leaders need regularly ask themselves, as individual educators and school communities, how well are we achieving what we value and believe and how well does our current situation match our vision of what is possible? Then determine what types of data will determine whether instructional decisions are leading the district toward the vision for learning.
Being activity engaged in curriculum, instruction, assessment, and professional development will be key successes in creating a progressive school environment with students that are socially and emotionally invested in their education.
A data driven culture = institutionalized willingness to use numbers systematically to reveal important patterns and to answer focused questions about policy, methods, and outcomes.
Creating DD cultures takes major motivation, technical support, and financial support.
Practical Tips
The better we are, the more kids will learn. The less effective we are, the less they will learn.
Keep in mind that teaching and learning are always evolving therefore it is best to keep in mind that education can always strive to be better tommorrow than it is today. In order to be a stronger (better) educational system, educational leaders must determine what better looks like as well as a means for measuring when better has been achieved.
Creating a culture and belief system that continually asks the question “Why?” is key to developing a data-driven school.
Teachers must begin to rely on data to make practical instructional decisions.
Data needs to be used where it matters most- in the classroom.
Data that informs instruction leads to better teaching and improved learning.
Keep up with all forms of assessment and make changes to help students.
Diferentiated instruction and groups can help all students learn at high levels
Create a building RTI plan and use data to tweek the program to your school
Teachers will not take up ideas that sound attractive, no matter how extensive the research base, if the ideas are presented as general principles that leave the task of translating them into everyday practice entirely up to the teachers.Based on their extensive review of the research on formative assessment, Black and Wiliam (1998) summarized some of the problems inherent with its adoption and implementation:(p.146).
Have knowledge of what is best for the student and what is current with educational research.
Is a collabortive, creative, and visionary leader who can facilitate the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
Resources
Change:
Iowa Educational Summit: Rising to Greatness: An Imperative for Improving Iowa's Schools
This information/ data will be utilized and discussed at Iowa's Educational Summit on July 25 & 26
Released from the Iowa Dept of Education July 2011
Belief Systems
Perceptions shape reality. Our beliefs about data, assessment, and data-driven educational practices can foster or inhibit the success of our instructional initiatives. How do educators facilitate positive belief systems that enhance data-driven practices?
Big Ideas
- Many educators believe they are hostage to their inputs. In other words, whatever students walk in the door are determinative of the school's overall learning outcomes. This belief gets in the way of recognizing that there are many changes that educators and school systems can make that can dramatically improve student learning outcomes.
- There are two major beliefs to consider as pointed out in the resource: (1) Being good at what we do is important. No matter how good we are at something, we will continually strive to be better; (2) There is a cause and effect relationship between the quality of our professional work (including the climate of our organizations) and the results we get in the form of student achievement.
- When we do not collect data about what we are doing and how well we are doing it, we are missing the main point.
- A data-driven organization is one that uses information, collected formally or informally, every step along the way.
- A data-driven organization continuously asks, "Why?" and supplies answers with information and facts rather than just with opinions.
- Assessment and data guide instruction and interventions.
- High quality data has the potential to improve education.
- Creating a belief in staff that all kids can learn and providing a systematic approach to intervention when students don't learn will create a true "learning culture"
- In order to align the vision for learning with the current reality within our schools, educational leaders need regularly ask themselves, as individual educators and school communities, how well are we achieving what we value and believe and how well does our current situation match our vision of what is possible? Then determine what types of data will determine whether instructional decisions are leading the district toward the vision for learning.
- Being activity engaged in curriculum, instruction, assessment, and professional development will be key successes in creating a progressive school environment with students that are socially and emotionally invested in their education.
A data driven culture = institutionalized willingness to use numbers systematically to reveal important patterns and to answer focused questions about policy, methods, and outcomes.Creating DD cultures takes major motivation, technical support, and financial support.
Practical Tips
Have knowledge of what is best for the student and what is current with educational research.
Is a collabortive, creative, and visionary leader who can facilitate the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
Resources
- Change:
Iowa Educational Summit: Rising to Greatness: An Imperative for Improving Iowa's SchoolsThis information/ data will be utilized and discussed at Iowa's Educational Summit on July 25 & 26
Released from the Iowa Dept of Education July 2011
Data-Driven Organizations...What Do They Look Like?
Creating Data-Driven Schools
http://www.learningtolearn.sa.edu.au/Colleagues/files/links/ValuesBeliefs.pdf
"Beyond Islands of Excellence" at learningfirst.org.... Still holds true today.
Students with Disabilities Can Make AYP Excellent Resource for School Leaders